Mathematics

Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology

Geometry
Mathematics
Achievement
Performance
Middle
High

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks. Student work was documented through the use of smartpen technology which allowed the researchers to "track" students' written work on the proof tasks as well as hear the students' explanations of their thinking about the tasks. Although the two tasks highlighted in this paper were relatively routine triangle congruent proofs, only 7 out of 23 of the sampled students were successful on both proofs.

Access Link: 
https://link.springer.com/article/10.1007/s11858-021-01221-w
Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
University of Delaware (UD)
Year: 
2021
Short Description: 

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.

Resource(s): 
PDF icon Cirillo___Hummer_2021.pdf

Teachers Collaborating in Communities of Mathematics Immersion

Mathematics
Disciplinary Content Knowledge
Professional Development
Research
Middle
High

Beyond initial college preparation, secondary teachers in the United States have few professional opportunities to do and learn challenging mathematics, especially incollaboration with colleagues. The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching.

Access Link: 
http://icmistudy25.ie.ulisboa.pt/wp-content/uploads/2020/11/201114-ICMI25Proceed...
Author/Presenter: 
Daniel J. Heck
Pippa Hoover
Evelyn M. Gordon
Matthew McLeod
Lead Organization(s): 
Horizon Research, Inc.
Year: 
2020
Short Description: 

The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching. This study of two groups of sites over one year examines fidelity to the program as a model for systematically providing these opportunities, and the extent to which teacher participants experienced immersion, community, and connection in their collaborative work with the course facilitator and their local and distant colleagues.

Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying

Mathematics
Classroom Practice
Professional Development
Teacher Practice
Elementary
Middle

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Access Link: 
https://link.springer.com/article/10.1007/s10649-021-10026-3
Author/Presenter: 
Eva Thanheiser
Kathleen Melhuish
Amanda Sugimoto
Brenda Rosencrans
Ruth Heaton
Lead Organization(s): 
Portland State University (PSU)
Texas State University
Year: 
2021
Short Description: 

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) Full Proposal Deadline

Submitted by cadre-admin on

Event Date: 
Wed, 08/25/2021 - 5:00pm
Sponsoring Organization: 
National Science Foundation (NSF)
Associated Dates and Deadlines: 

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505512&org=EHR&sel_org=....

Discipline / Topic: 
Engineering
Mathematics
Science
Technology
Event Type: 
Funding Opportunity

Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) Full Proposal Deadline

Submitted by cadre-admin on

Event Date: 
Wed, 07/21/2021 - 5:00pm
Sponsoring Organization: 
National Science Foundation (NSF)

Institutional and Community Transformation Capacity-Building Proposals
Engaged Student Learning and Institutional and Community Transformation Level 1 Proposals

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505082&org=EHR&sel_org=....

Discipline / Topic: 
Engineering
Mathematics
Science
Technology
Event Type: 
Funding Opportunity

Racial Equity in STEM Education (EHR Racial Equity) Full Proposal Deadline

Submitted by cadre-admin on

Event Date: 
Tue, 07/13/2021 - 5:00pm
Sponsoring Organization: 
National Science Foundation (NSF)
Associated Dates and Deadlines: 

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505910&org=EHR&sel_org=....

Discipline / Topic: 
Engineering
Mathematics
Science
Technology
Event Type: 
Funding Opportunity

Responsive Math Teaching (RMT) Planning and Coaching Protocol

Mathematics
Pedagogy
Elementary

The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle. These guides provide questions and facilitation moves to support educators in the planning, implementing, coaching, and/or reflecting on an RMT lesson.

Access Link: 
https://repository.upenn.edu/gse_pubs/561/
Author/Presenter: 
Responsive Math Teaching Project
Lead Organization(s): 
University of Pennsylvania (Penn)
Year: 
2021
Short Description: 

The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle.

Responsive Math Teaching (RMT) Instructional Model

Mathematics
Pedagogy
Elementary

The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components:

Access Link: 
https://repository.upenn.edu/gse_pubs/562/
Author/Presenter: 
Responsive Math Teaching Project
Lead Organization(s): 
University of Pennsylvania (Penn)
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the mathematics, build and expand, and reflect.

Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment

Mathematics
Assessment
Research
Other

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Access Link: 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7899971/
Author/Presenter: 
H.-J. Choi
Seohyun Kim
Allan S. Cohen
Jonathan Templin
Yasemin Copur-Gencturk
Lead Organization(s): 
University of Southern California (USC)
Year: 
2021
Short Description: 

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

Mathematics
Classroom Practice
Discourse
Pedagogy
Teacher Practice
Middle
High

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Access Link: 
https://link.springer.com/article/10.1007/s13394-020-00334-x
Author/Presenter: 
Shari L. Stockero
Laura R. Van Zoest
Ben Freeburn
Blake E. Peterson
Keith R. Leatham
Lead Organization(s): 
Michigan Technological University
Western Michigan University (WMU)
Brigham Young University (BYU)
Year: 
2020
Short Description: 

This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Resource(s): 
PDF icon Stockero2020_Teacher_s_Responses_Instances.pdf

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